media; media competences; evolution; development of digital technologies
"Open educational e-environment of modern university" special edition (2019), s. 77-92
This article presents issues related to the evolution of media and media competences, a review and analysis of selected historical, technological and educational conditions in the context of the development of digital technologies. A comparison is also made between digital, information and media competences, current development trends and future trends. The differences and requirements between qualified media users and qualified users of information technology are becoming less and less distinct. The 3 generations of Media education - 1.0, 2.0 and 3.0 were described. The main purpose of media education in the first phase of development, referred to as media education 1.0, was to develop not only critical thinking skills towards the media and media messages, but also - in a general sense - critical attitude and autonomy. Media 2.0 education can be discussed in connection with the dynamic development of the Internet and information and communication technologies, including social media, at the beginning of the 21st century. In the scientific discourse of recent years, the concept of „algorithmic culture” has appeared, originally defining a set of cultural artefacts that are software products, related to video games, and now describing the phenomenon in which the Big Data logic of large-scale machine learning algorithms change how culture is practiced, processed and understood (Gillespie, 2014). This stage of evolution of Media education could be identified as Media education 3.0. AI and VR and AR can accelerate teaching and learning processes through immersion, collaboration among users, realistic simulations and multi-channel communication. The topic is quite important and current in the context of changes in the education system at various levels and the challenges involved in preparing new programs.